Common Core Elementary Symposium Transitioning to the Common Core
Common Core & 21 st Century Learning Committee
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Transcript of Common Core & 21 st Century Learning Committee
Common Core & 21st Century Learning Committee
Dr. Steven M. Garcia & Mrs. Angela Aguilar, Facilitators
Faculty Members:Virginia Road School - Geraldine DiGuglielmo, Ginger Thompson
Kensico School - Kelly Astrella, Pat TrehyValhalla Middle School - Cayne Letizia, Lynne Lewin
Valhalla High School - Eileen Clark, Geraldina MonicaThe Arts - Holly Flannery
Special Education - Margo Doran
November 2011
COMMON CORE LEARNING STANDARDS AWARENESS TRAINING
VALHALLA UFSD
VMS
Our Goals for this Session
Become better acquainted with the structure and terminology of the CCLS
Navigate the CCLS Resource DocumentsRecognize the major instructional shiftsAccess to various CCLS resources
Alphabet Soup…
NYSED – New York State Education DepartmentCCLS – Common Core Learning StandardsCCR – College and Career ReadyAPPR – Annual Professional Performance
ReviewAPM – Aspirational Performance MeasureNAEP – National Assessment of Education
ProgressPARCC – Partnership for the Assessment of
Readiness for College and Careers
45 States & DC Have Adopted theCommon Core State Standards
* Minnesota adopted the CCSS in ELA only
Three NYSED Initiatives
What is “Aspiration Performance Measure” (APM)?
The percent of students in a cohort who earned a Regents diploma with Advanced Designation (i.e., earned 22 units of course credit; passed 7-9 Regents exams at a score of 65 or above; and took advanced course sequences in
Career and Technical Education, the arts, or a language other than English); andThe percent of students in the cohort who graduated with a
local, Regents, or Regents with Advanced Designation diploma and earned a score of 75 or greater on their English Regents examination and an 80 or better on a math Regents exam
Note: this Aspirational Performance Measure (APM) is what had been referred to as the “college and career ready” graduation rate in February 2011; it is now referred to as the “ELA/Math APM”.
7
Graduation Rates in New York State*
New York State Graduation Rates
73%
84%
58% 57%
37%
51%
13% 15%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All White Black Hispanic
Student Subgroup
Gra
du
atio
n R
ate
Graduation Rate
ELA/Math AspirationalPerformance Measure (APM)
* 2006 cohort, four-year outcomes through June - Source: NYSED Office of Information and Reporting Services
Standards Development Process
College and career readiness standards developed in summer 2009Based on the college and career readiness standards, K-12 learning
progressions developedMultiple rounds of feedback from states, teachers, researchers,
higher education, and the general publicFinal Common Core State Standards released on June 2, 2010Adopted by the NYS Board of Regents on July 19, 2010, with the
understanding that it could add additional expectations (approved in January 2011); renamed the Common Core Learning Standards (CCLS)
Why Common Core State Standards?
Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school.
Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
Equity: Expectations are consistent for all – and not dependent on a student’s zip code.
Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them.
Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
Two Sets of CCLS
1. English Language Arts & Literacy, including 6-12 Literacy in History/Social Studies, Science, and Technical Subjects*
2. Mathematics K-12Both ELA & Math CCLS include a new set of Prekindergarten
Standards
* technical subjects – A course devoted to a practical study, such as engineering, technology, design, business, or other workforce-
related subject; a technical aspect of a wider field of study, such as art or music
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New York State Assessment Transition PlanELA & Math
Revised October 20, 2011
1 New ELA assessments in grades 9 and 10 will begin during the 2012-13 school year and will be aligned to the Common Core, pending funding.
2 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development and the role of PARCC assessments as Regents assessments will be determined. All PARCC assessments will be aligned to the Common Core.
3 The names of New York State’s Mathematics Regents exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A.
4 The timeline for Regents Math roll-out is under discussion.
5 New York State is a member of the NCSC national alternate assessments consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents.
Assessment – Grade / Subject
2011-12 2012-13 2013-14 2014-15
ELA
Grades 3-8 Aligned to 2005 Standards
Grade 91
Grade 101
Aligned to the Common Core
Grade 11 Regents
Aligned to 2005 Standards
PARCC2
Math
Grades 3-8 Aligned to 2005 Standards Aligned to the Common Core
Algebra I3 Aligned to 2005 Standards Aligned to the Common Core
Geometry3 Aligned to 2005 Standards Aligned to the Common Core4
Algebra II3 Aligned to 2005 Standards
PARCC2
Additional State Assessments
NYSAA Aligned to the Common Core NCSC5
NYSESLAT Aligned to 2005 Standards Aligned to the Common Core
DRAFT
Common Core State Standards for English
Language Arts & Literacy in History/ Social Studies,
Science, and Technical Subjects
Design and Organization
Key Design ConsiderationsCCR and grade-specific standards - The K–12 grade-
specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.
Divided into grade levels bands for K–8, 9–10 and 11–12
A focus on results rather than means – The standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed.
Design and Organization
An integrated model of literacy - Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected.
Research and media skills blended into the Standards as a whole - To be ready for 21st century college & careers, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new.
Design and Organization
Shared responsibility for students’ literacy development - The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.
Design and Organization
Three main sections K−5 cross-disciplinary (K-2, 3-5) 6−12 English Language Arts (6-8, 9-10, 11-12) 6−12 Literacy in History/Social Studies, Science, and Technical
Subjects (6-8, 9-10, 11-12)
Shared responsibility for students’ literacy development
Three appendices• A: Research and evidence; glossary of key terms• B: Reading text exemplars; sample performance tasks• C: Annotated student writing samples
Design and Organization
Four Strands Reading (including Reading Foundational
Skills): Text complexity and the growth of comprehension
Writing: Text types, responding to reading, and research
Speaking and Listening: Flexible communication and collaboration
Language: Conventions, effective use, and vocabulary
Design and Organization: Reading
Intentional Design Limitations
What the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade level The full range of support for English language learners and
students with special needs Everything needed to be college and career ready
Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language will be able to . . .
demonstrate independence.build strong content knowledge.respond to the varying demands of audience, task,
purpose, and discipline.comprehend as well as critique.value evidence.use technology and digital media strategically and
capably.come to understand other perspectives and culturescome to understand other perspectives and cultures.
Design and Organization
College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas NYS additions highlighted in yellow
Strand
Design and Organization
K−12 standardsGrade-specific end-
of-year expectationsDevelopmentally
appropriate, cumulative progression of skills and understandings
One-to-one correspondence with CCR standards
Design and Organization
Each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-the-year expectations
Individual CCR anchor standards can be identified by their Strand, CCR status, and Number (R.CCR.6).
Individual grade-specific standards can be identified by their Strand, Grade, and Number (or number and letter, where applicable) RI.4.3 stands for Reading, Informational, grade 4, standard 3. W.5.1a stands for Writing, grade 5, standard 1a.
Reading
Comprehension (standards 1−9) Standards for reading literature and informational texts Strong and growing across-the-curriculum emphasis on
students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework
Range of reading and level of text complexity(standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range
of genres and subgenres
Overview of Text Complexity
Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qual
itativ
e
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative
2. Quantitative measures – readability and other scores of text complexity
Reader and Task
3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Reading: Design and Organization
The National Assessment of Educational Progress (NAEP) - Standards follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
Reading Foundational Skills
Four categories (standards 1−4) Print concepts (K−1) Phonological awareness (K−1) Phonics and word recognition (K−5) Fluency (K−5)
• Not an end in and of themselves• Differentiated instruction
Writing
Writing types/purposes (standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives
Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts
Aligned with NAEP Writing framework
Writing: Design and Organization
The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience.
The overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
Writing
Production and distribution of writing (standards 4−6) Developing and strengthening writing Using technology to produce and enhance writing
Research (standards 7−9) Engaging in research and writing about sources
Range of writing (standard 10) Writing routinely over various time frames
Speaking and Listening
Comprehension and collaboration (standards 1−3) Day-to-day, purposeful academic talk in one-on-one,
small-group, and large-group settings
Presentation of knowledge and ideas (standards 4−6) Formal sharing of information and concepts,
including through the use of technology
Language
Conventions of standard English
Knowledge of language (standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties
Vocabulary (standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and
phrases
Skilled Reading
Overview of Standards for History/Social Studies, Science,
and Technical Subjects
Reading Standards for History/Social Studies, Science, and Technical Subjects
Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts
presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and Technical Subjects
Write arguments on discipline-specific content and informative/explanatory texts
Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary
CCLS ELA Key Advances
Reading• Balance of literature and informational texts• Text complexity
Writing• Emphasis on argument and informative/explanatory writing• Writing about sources
Speaking and Listening• Inclusion of formal and informal talk
Language• Stress on general academic and domain-specific vocabulary
CCLS ELA Key Advances
Standards for reading and writing in history/
social studies, science, and technical subjects• Complement rather than replace content standards
in those subjects• Responsibility of teachers in those subjects
Alignment with college and career readiness
expectations
Common Core State Standards for Mathematics
Design and Organization
Standards for Mathematical Content K-8 grade-by-grade standards organized by Domain Grade introductions give 2–4 focal points at each
grade level 9-12 (high school) standards presented by conceptual
theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability)
Design and Organization
Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
The K- 8 standards:The K-5 standards provide students with a solid foundation in whole
numbers, addition, subtraction, multiplication, division, fractions and decimals
The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics
Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content
Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after
Overview of K-8 Mathematics Standards
Design and Organization
Domains (former “Strands”) are larger groups that progress across grades Clusters (former “Bands”) are groups of related standards Content standards define what students should understand and be able to do Standards are the former “Performance Indicators”
Content Standard
Fractions, Grades 3–6
Grade 3 - Develop an understanding of fractions as numbers. Grade 4 - Extend understanding of fraction equivalence and ordering. Grade 4 - Build fractions from unit fractions by applying and
extending previous understandings of operations on whole numbers. Grade 4 - Understand decimal notation for fractions, and compare
decimal fractions. Grade 5 - Use equivalent fractions as a strategy to add and subtract
fractions. Grade 5 - Apply and extend previous understandings of multiplication
and division to multiply and divide fractions. Grade 6 - Apply and extend previous understandings of multiplication
and division to divide fractions by fractions.
Key Advances in Mathematics
Focus and coherence
Focus on key topics at each grade level
Coherent progressions across grade levels
Balance of concepts and skills
Content standards require both conceptual understanding and procedural fluency
Mathematical practices
Foster reasoning and sense-making in mathematics
College and career readiness
Level is ambitious but achievable
Instructional Shifts: ELA
1. Materials: Shift in what students are reading – within existing materials• Reading lists include a balance of literature and
informational text2. Teachers: Shift in student questions
• Shift to 80% of questions asked as text-dependent3. Students: Evidence of close reading
• Close encounters with sufficiently complex text demonstrated through writing to inform or argue using evidence from text
Instructional Shifts: MATH
1. Materials: Focus
• Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessments
2. Teachers: Identify focus areas and fluencies of grade level
• Shift in time spent on areas of in-depth instruction
3. Students: Demonstrated fluency and understanding
• Display fluencies for the grade level and understand focus areas
CCLS Goals at Valhalla UFSD
Long Term Goals:•Mapping a Common Core-aligned curriculum K-12.•Integrating researched-based instructional practices.•Using assessment to inform instruction.
Short Term Goals:•Developing an awareness of the Common Core.•Exploring literacy across the content areas/math gap analysis.•Creating a common lesson design structure.•Realigning curricular sequence/adapting core lessons.
Resources
Please see the Valhalla UFSD District Homepage for additional resources
Look under the “Staff” Tab, scroll down to “Professional Development”
Resources
Please see the Valhalla UFSD District Homepage for additional resources
Look under the “Staff” Tab, scroll down to “Professional Development”
Portions of this presentation incorporated slides and information from the the Common Core States Standards June 2010 webinar by the Council of Chief State School Officers & the National Governors Association Center for Best Practices, Engageny.org, and the NYSED CCLS.
The District Common Core & 21st Century Learning Committee
Thanks You!
http://www.youtube.com/watch?v=0lC7aABChGI
So…how do you feel now?